Metrika članka

  • citati u SCindeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[=>]
  • posete u poslednjih 30 dana:6
  • preuzimanja u poslednjih 30 dana:5
članak: 7 od 351  
Back povratak na rezultate
International Journal of Cognitive Research in Science, Engineering and Education
2019, vol. 7, br. 1, str. 35-42
jezik rada: engleski
vrsta rada: originalan članak
objavljeno: 03/05/2019
doi: 10.5937/IJCRSEE1901035Z
Creative Commons License 4.0
Identification of cognitive manipulations that have the greatest impact on students in the internet
(naslov ne postoji na srpskom)
Don State Technical University, Rostov-on-Don, Russian Federation

e-adresa: rostov-na-donu.an@yandex.ru

Sažetak

(ne postoji na srpskom)
The study puts an emphasis on exploring cognitive manipulations contained in the Internet resources (social networks and blogs) that have the greatest impact on students. The study was conducted with 159 students of Don State Technical University. 50 samples of media texts (of various formats) containing cognitive manipulation were taken from social networks sites and blogs. Focus group method, questionnaire, method of Critical Discourse Analysis and methods of mathematical statistics (Principal Component Analysis) were used for data collection and processing. The findings allow us to identify and describe the features of such cognitive manipulation as 'presence effect', 'focus on pros', 'halo effect', 'emotional resonance', 'ambiguous language', 'anonymous authority', 'primacy effect', 'exaggeration' and identify the manipulations that have the greatest impact on students. Recommendations aimed at reduction of the impact of manipulative techniques were suggested. The results of the present study may help teachers and psychologists in their work.

Ključne reči

Reference

Asmolov, G.A., Asmolov, A.G. (2009) From We-Media to I-Media: Identity Transformations in the Virtual World. Psychology in Russia: State of Art, 5(1): 101
Burgoon, J.K., Blair, J. P., Strom, R.E. (2008) Cognitive Biases and Nonverbal Cue Availability in Detecting Deception. Human Communication Research, 34(4): 572-599
Chumakova, V.V., Daineko, V.V. (2015) Cifrovye obrazovatel’nye resursy i kognitivnye manipulyacii v obuchenii / Digital educational resources and cognitive manipulation in training. Izvestiya VGPU. Pedagogicheskie nauki / News of VSPU. Pedagogical science, 2(267): 41-44. http://izvestia.vspu.ac.ru/izvestia_2015_v267_N2.html
Demyankov, V.Z. (2017) Transfer znanij i kognitivnaya manipulyaciya / Knowledge transfer and cognitive manipulation. Voprosy Kognitivnoy Lingvistiki, (4): 5-13
Dzyaloshinsky, I.M. (2005) Manipulyativ nye tekhnologii v mass-media / Manipulative techniques in mass media. Vestnik Moskovskogo universiteta: Zhurnalistika / Bulletin of Moscow University: Journalism, 10, 56-76. https://elibrary.ru/item.asp?id=11750051
Facione, P.A. (2013) Critical Thinking: What it is and Why it Counts. Millbrae: Measured Reasons
Fairclough, N. (1995) Critical Discourse Analysis. Boston: Addison Wesley
Hovland, C.I. (1954) The Effects of the Mass Media of Communication. u: [ur.] Handbook of Social Psychology, 2(2), 1062-1103 by Carl I. Hovland, http://www.citeulike.org/group/14507/article/9360718
Kandyba, V.M. (2004) Technique of hypnosis in reality. The technique of a hidden human control. Saint-Petersburg: Lan
Kara-Murza, S.G. (2004) Manipulation of consciousness. Moscow: Algorithm, In Russian
Klooster, D. (2001) What is critical thinking. Thinking Classroom, 36-40; 4
Livingstone, S., Mascheroni, G., Staksrud, E. (2018) European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society, 20(3): 1103-1122
Livingstone, S., Third, A. (2017) Children and young people’s rights in the digital age: An emerging agenda. New Media & Society, 19(5): 657-670
Maillat, D., Oswald, S. (2011) Constraining Context. Amsterdam: John Benjamins Publishing Company, 65-80
Mikhaleva, O.L. (2009) Political discourse. The specifcity of manipulative influence. Moscow: Librokom, In Russian
Novković-Cvetković, B., Stanojević, D. (2018) Integrisanje digitalnih tehnologija u nastavni proces. Teme, vol. 42, br. 4, str. 1219-1233
Sperber, D. (1995) Relevance theory explains the selection task. Cognition, 57(1): 31-95
Stanković, Z., Maksimović, J., Osmanović, J. (2018) Cognitive theories and paradigmatic research posts in the function of multimedia teaching and learning. International Journal of Cognitive Research in Science, Engineering and Education / IJCRSEE, vol. 6, br. 2, str. 107-114
Stanojević, D., Cenić, D., Cenić, S. (2018) Application of computers in modernization of teaching science. International Journal of Cognitive Research in Science, Engineering and Education / IJCRSEE, vol. 6, br. 2, str. 89-104
Stošić, L., Stosic, I. (2013) Diffusion of innovation in modern school. International Journal of Cognitive Research in Science, Engineering and Education: (IJCRSEE), 1(1): 5-13; http://www.ijcrsee.com/index.php/ijcrsee/article/view/7
Sukhanov, Y.Y. (2018) Political discourse as object of linguistic analysis. RUDN Journal of Language Studies, Semiotics and Semantics, 9(1): 200-212
van Dijk, T.A. (2006) Discourse and manipulation. Discourse & Society, 17(3): 359-383
Voiskounsky, A.E. (2010) Internet Addiction in the Context of Positive Psychology. Psychology in Russia: State of Art, 3(1): 541
Wodak, R. (2006) Mediation between discourse and society: assessing cognitive approaches in CDA. Discourse Studies, 8(1): 179-190
Zelinsky, S.A. (2014) Manipulation of the masses and psychoanalysis. Canada: Altaspera Publishing & Literary Agency Inc, 396. http://lit.lib.ru/z/zelinskij_s_a/text_0430-1.shtml
Zhdanko, A. (2018) Identifying extremist behaviour in youtube comments and the formation of antyextremist values. u: 5th International Multidisciplinary Scientifc Conference on Social Sciences and Arts SGEM 2018. Vienna, Austria